LCT bibliography

This is a selection of journal articles, book chapters, conference proceedings and presentations using Legitimation Code Theory as a central framework for research. It excludes papers that may cite or discuss LCT ideas but do not use it to significantly shape their research agenda. The list excludessingle-authored papers by Karl Maton (see Maton bibliography). We do not vouch for the correct understanding or use of LCT in every paper, so do remember to consult with an expert about your own work.

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Gibbons, J. (2017) Exploring conceptual legal knowledge building in law students' reflective reports using theoretical constructs from sociology of education: What, how and why?, The Law Teacher, DOI: 10.1080/03069400.2016.1273458

Larsen, V. (2014) Changes in knowledge organization and the role of problem based learning, in Zieba, M. & K. Zieba (eds) Innovative approaches to business education - selected issues, Denmark: VIA University College Denmark.

Karl Maton: Introducing Specialization / Semantics and the significance of 'semantic waves' / Using LCT in fine-grained analysis of discourse: 'Translation devices' for semantic density / The craft of LCT: Enacting the theory in empirical research / Cosmologies: Bringing it all together

Carroll, C. (2015). How did we get here? A teacher/researcher's perspective of curriculum change and effect upon NSW senior secondary music education, Music: Educating for life: Australian Society for Music Education XX National Conference Proceedings, pp. 29–36, Adelaide, SA, Australia.

Hood, S. (2017) Spoken language and body language in the service of semantic gravity: Structuring knowledge in a law lecture, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Tilakaratna, N. & Szenes, E. (2017) The linguistic construction of critical ‘self-reflection’ in social work and business, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Carroll, C. (2016) Making waves: Popular musicians’ learning and knowledge building in an Australian senior secondary music classroom, 32nd World Conference, International Society for Music Education, Glasgow, UK, July.

Hipkiss A. M. (2016 poster) Knowledge and knower codes: A comparison of syllabus and classroom discourse in home and consumer studies, European Conference on Educational Research (ECER), Dublin, August.

Monbec, L. (2016) Enabling cumulative learning from an English for Academic Purposes model to the discipline through an SFL/genre and LCT approach, International Systemic Functional Congress (ISFC 2016), Bandung, Indonesia, July.

Ncube, K. (2016) The nature of Marketing knowledge and the quest for social justice: Locating social justice in close-up research in higher education. Higher Education Close Up 8, Lancaster, UK. July.

Wolff, K. (2016) KEYNOTE: The innovative use of a problem-solving research model to support academic work, Teaching & Learning Conference, Central University of Technology, South Africa, June.

Yang, H. (2016). A Comparative study of Chinese and Australian senior high school curricula, The OCIES Conference, The University of Sydney, Nov 24-26th.

Yeo, J. & Gilbert, J. (2016) What it takes to produce a scientific explanation in dynamics, and the challenges students face, Australian Science Education Research Association conference, Canberra, June-July.

2015

Aris, S. (2015) Choosing schools: Using Temporality and Specialisation to reveal family strategies in school selection, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Aris, S. (2015) The more they stay the same: Understanding what lies beneath the educational practices of first generation Indian parents in Australia', TASA, Family, Relationships and Gender Research Group Symposium, Melbourne, Oct.

Clarence, S. (2015) Law as a knowledge code: A new approach to aligning legal curricula and pedagogy with the underlying goals of legal education, Regional Western Cape Law Teaching & Learning Colloquium, Cape Town, South Africa, Sept.

Clarence, S. (2015) Surfacing underlying tensions between professional fields of practice and curricula in professional disciplines, Fourth Learning, Teaching and Assessment Symposium, Durban University of Technology, South Africa, Oct.

Larsen, V. & Rasmussen, A. (2015) Regionalization of knowledge in professional education and its implications for students, European Conference of Educational Research (ECER), Budapest, Sept.

Li, Z. (2015) Appraisal and semantic gravity in “When I Was There: Selected speeches of Fu Ying”, Appraisal, Multimodality and multiliteracy: International Conference on the language of evaluation, Jinan, China, Dec.

Lück, J. (2015) Knowledge and knowing in a first-year Diploma and Degree, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Luckett, K. (2015) Gazes and lens in the postcolony: An analysis of philosophical studies on Africa using Legitimation Code Theory, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Meidell Sigsgaard, A.-V. (2015) What does recess have to do with democracy? Exploring connections between language, knowledge and knowing in practices of DSL in a fifth grade History class, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Ngcobo, N. (2015) The enablements and constraints in the uptake of online teaching and learning in differentiated institutions, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Pountney, R. (2015) A fair exchange? Sharing the Social Science curriculum in the context of the Open Education movement in Higher Education, Victoria University of Wellington, Faculty of Humanities and Social Sciences, New Zealand, Feb.

Pountney, R. (2015)Autonomy and consensus-seeking in course planning and approval in higher education, Universities in the Knowledge Economy Conference, The University of Auckland, New Zealand, Feb.

Verdis, A. (2015) The educational character of educational research and the Legitimation Code Theory, Congress for 30 years of Department of Philosophy-Pedagogy-Psychology, National and Kapodistrian University of Athens, Greece, April.

Meidell Sigsgaard, A. (2014) Why is it so hard to ‘use your own words’? - Or who is the ideal knower in an observed 5th grade Danish as a SL and History classroom, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

Meyer, W. (2014) Legitimation Code Theory: Exploring its implications for the study of the New Testament, Annual Meeting of the New Testament Society of Southern Africa, Bloemfontein, April.

Myers, P. (2014) Being explicit to students about what is required to be successful in an introductory Accounting course, Teaching and Learning Showcase, Rhodes University, South Africa, November.

O’Brien, R. (2014) A new analysis of claims to identity and belonging: The importance of knowledge within Australian Native Title claims, XVII ISA World Congress of Sociology, Yokohama, Japan, July.

Tang, B. (2014) On the complementarity between the theory of individuation and the principle of Specialization – A study based on the formation of coding orientations’, 14th Chinese National Conference on Discourse Analysis, Chang An University, Xian, September.

Clarence, S. (2013) Using semantic gravity to understand the ways in which cumulative learning could be enabled, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Singh, V. & Gero, J.S. (2013) Developing a multi-agent model to study the social formation of design practice, Fourth International Conference on Research into Design, Indian Institute of Technology Madras, India.

Geraghty, R., McNamara, M. & Fealy, G. (2012) The ‘angel of mercy’ enters the university: an analysis using LCT(Specialisation) of nursing academics’ struggle for academic legitimacy in building nursing knowledge, Seventh International Basil Bernstein Symposium, University of Provence, June.

Howard, S.K. (2012a) A quantitative language of description: The evolution of an instrument for mixed-methods research in code theory, Seventh International Basil Bernstein Symposium, University of Provence, June.

Howard, S.K. (2012b) KEYNOTE: The Digital Education Revolution: The role of knowledge and technology practices in a large-scale 1-1 laptop initiative, e/merge 2012 (www.http://emerge2012.net/), University of Cape Town, South Africa, July.

O’Sullivan, D. (2012) Building knowledge in the CSWE classroom: Power words and power grammar, Professional Development Workshop for NAVITAS, Sydney.

Plowright, D. (2012) To what extent do postgraduate students understand the principles of mixed methods in educational research?, UKCGE 3rd International Conference on Professional Doctorates, Florence, April.

Quinn, M. (2012) University students’ perceptions of themselves and others in an international teaching immersion experience, Australian Association for Research in Education Annual Conference, Sydney, Australia.

Weekes, T. (2012) Exploring knowledge and knowers in senior secondary school educational research, Postgraduate Research Conference, Faculty of the Professions, University of New England, Armidale, October.

Winter, I. (2012) Knowledge and skill building in inquiry-based instruction, part of panel on 'Authentic and explicit research culture: Students' induction into research', Partnerships: 7th ERGA Conference, University of Adelaide, Sept.

Wolff, K. (2012) Where the hierarchical and horizontal meet: a methodology for understanding complex multidisciplinary praxis in an emerging engineering region and the implications for curriculum design, Seventh International Basil Bernstein Symposium, University of Provence, June.

Djonov, E., Doran, Y. & Hood, S. (2011) Presenting and interacting with knowledge in different disciplines: The role of language, body and presentation technologies in face-to-face undergraduate lectures, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Hao, J. (2011) Investigating development of ‘semantic waves’ in undergraduate biology, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Hay, C. (2011) Learning to inhabit the chair: Knowledge in the directing program at the National Institute of Dramatic Art (NIDA), Knowledge/Culture/Social Change, University of Western Sydney, Nov.

Martin, J.L. (2011) Honours and all that jazz: Writing preparation for higher degrees, Doctoral writing in the visual and performing arts: challenges and diversities, University of Sydney College of the Arts, Sydney, November.

Howard, S.K. & Maton, K. (2010) A missing piece of the technology puzzle: The role of knowledge practices in the Digital Education Revolution, Australian Association for Research in Education Annual Conference, Melbourne, Dec.

Maton, K. & Bennett, S. (2010) Leaving digital natives behind: The latest evidence and what's wrong with the very grounds of this debate, Australian Association for Research in Education Annual Conference, Melbourne, Dec.

Shay, S. (2010) The formation of higher education curriculum: A case study from a South African History programme, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Vorster, J. (2010) Facing both ways: An analysis of the structuring principles underpinning the integration of theory and practice in a Journalism and Media Studies curriculum in a "research-intensive" university, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Sayigh, L. (2009) A preliminary description of the nature of the gaze" being developed by individual academics in the humanities and social sciences in one South African university, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

Chen, R., Maton, K. & Bennett, S. (2008) Knowledge and knowers in online learning: What constructivism does to students, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Doherty, C. (2008) Doing business: Performing identities and knowledges in the internationalised business curriculum, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Hood, S. (2008) Tracking inscriptions of knowledge and knowers in academic writing, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Luckett, K. (2008) Operationalising Bernstein's concept of grammaticality in the discipline of Sociology using systemic functional linguistics, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Vorster, J-A. (2008) An analysis of curriculum development processes in a Journalism and Media Studies Department at a South African University, Fifth International Basil Bernstein Symposium, Cardiff University, July